Patrick F Bloniasz
Biographic Data
| ID | 4159032 |
|---|---|
| NAME | Patrick F Bloniasz |
| GIVEN NAMES | Patrick F |
| FAMILY NAME | Bloniasz |
| SIGNATURE | BLONIASZ P F |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0002-8652-7609 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Conflict of Interpretations on Ricoeur’s Contributions to the Philosophy of Technology
Recent literature regarding how Ricoeur’s work relates to the philosophy of technology appears prima facie to be contradictory. In one established interpretation, Ricoeur’s contributions are merely indirect as he did not engage with the empirical turn of the discipline in the 1980s and maintained a suspicious view of technology based on a profound concern with the distinction between persons and things. In this view, Ricoeur’s work does not add a…
On Educational Assessment Theory: A High-Level Discussion of Adolphe Quetelet, Platonism, and Ergodicity
Educational assessments, specifically standardized and normalized exams, owe most of their foundations to psychological test theory in psychometrics. While the theoretical assumptions of these practices are widespread and relatively uncontroversial in the testing community, there are at least two that are philosophically and mathematically suspect and have troubling implications in education. Assumption 1 is that repeated assessment measures that…
Conflict of Interpretations on Ricoeur’s Contributions to the Philosophy of Technology
Recent literature regarding how Ricoeur’s work relates to the philosophy of technology appears prima facie to be contradictory. In one established interpretation, Ricoeur’s contributions are merely indirect as he did not engage with the empirical turn of the discipline in the 1980s and maintained a suspicious view of technology based on a profound concern with the distinction between persons and things. In this view, Ricoeur’s work does not add a…
On Educational Assessment Theory: A High-Level Discussion of Adolphe Quetelet, Platonism, and Ergodicity
Educational assessments, specifically standardized and normalized exams, owe most of their foundations to psychological test theory in psychometrics. While the theoretical assumptions of these practices are widespread and relatively uncontroversial in the testing community, there are at least two that are philosophically and mathematically suspect and have troubling implications in education. Assumption 1 is that repeated assessment measures that…
Conflict of Interpretations on Ricoeur’s Contributions to the Philosophy of Technology
Recent literature regarding how Ricoeur’s work relates to the philosophy of technology appears prima facie to be contradictory. In one established interpretation, Ricoeur’s contributions are merely indirect as he did not engage with the empirical turn of the discipline in the 1980s and maintained a suspicious view of technology based on a profound concern with the distinction between persons and things. In this view, Ricoeur’s work does not add a…
Epistemology (2 works) · Philosophy (2 works) · Sociology (2 works) · Ambiguity (1 works) · Biomedical Text Mining and Ontologies (1 works) · Cognition (1 works) · Cognitive Science and Mapping (1 works) · Computer Science (1 works) · Dialectic (1 works) · Ergodic theory (1 works)